esTPA-Referenced Lesson Plan v2

Teacher Candidate Name: Alyssa De Adder

Grade & Subject Area: Grade 4 Language Arts
Date for Planned Lesson: 2/8/18

Lesson Title Day 4

Nonfiction Text Structures: Problem and Solution

MN/CC State Standard(s) MN Standard: Language Arts 4.2.10.10 By the end of year, read and comprehend
- direct quote from MN standards informational texts, including history/social studies, science, and technical texts,
documents in the grades 4–5 text complexity band independently and proficiently, with
- if only focusing on one part of a scaffolding as needed at the high end of the range.
given standard, underline the part
being focused upon
Central Focus Read and interpret various nonfiction texts.
- derived from standard,
- communicates general goal

Learning Target for this Lesson Students will be able to identify one problem and solution relationship from a nonfiction
- concisely says what students will be passage.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: problem, solution/resolution, newspaper, article,
a. Domain-specific Acad vocabulary caption, diagram
b. General Academic vocabulary
(words used in school across many b. General academic vocabulary: nonfiction, key identifying words
subject areas)
c. Syntax Sentence Frame: Example c. Sentence Frames: I think one problem from the passage is ___________. If you look at
sentence that students can use the text you can see an identifying phrase like (the problem with this is, they are unsure
to accomplish target of, one way to solve this is to…) _________.
This leads me to believe the problem is ________.
d. Point in lesson where students will
d. In Lesson Part 2 Assessment, students will be asked to explain their definition of
be given opportunity to use problem and solution to a partner (turn and talk) using at least 2 of the academic
Academic Vocabulary (Note: It vocabulary.
is important that this appear in
TPA videotape segments
Needed modifications/supports The students were separated into groups of three ahead of time for this lesson. This is to
a. Identify how some form of ensure that there is diversity within the groups in regards to reading levels. The goal of
additional support will be this is to promote rich conversation during the activity. How to properly fill out the graphic
organizer will also be modeled for the class during the whole group mini-lesson. During
provided for some aspect of the
the activity the instructor will pull groups that need extra support to complete the activity.
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Scholastic Problem and Solution Graphic Organizer, Various Newspapers-at least 5
complete papers (New York Times, Wall Street Journal, USA Today, Star Tribune, etc.)
sorted for age-appropriate articles, class roster, clipboards (one per student) to work on
the floor
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will read
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Activity description / teacher does Students do
The students will be gathered up front for a mini-lesson The students will be
before splitting up into groups to work on activity. asked to complete two
Instructor will ask students to define problem and
solution in their own words to a partner next to them
turn and talks to a
(turn and talks). The instructor will then hold up a partner next to them.
newspaper article to pass around for students (in this The students will also
case an article from New York Times about chemicals pass the article around
polluting water in and around Houston after Harvey). to quickly browse some
Teacher Talk: “Today we are talking about the fourth kind
of nonfiction text structure: problem and solution. Turn
of the features
and talk to your partner about the other nonfiction text highlighted by the
structures we have covered this week. To help us instructor.
start thinking more about real problems and solutions
in our world I picked up some different newspapers for
you all to look through today. I am going to pass
around this article for you each to look at briefly while
we are gathered on the rug. While reading this article
in particular you will see features like (ex: chart, map,
captions, headings). Why are these helpful when
reading a passage or article?” (Turn and talk.)
“I want you to start thinking about the world outside of
______. There are many big problems that we are
facing as humans, and you may not know this yet, but
we are counting on you to come up with creative
solutions to these issues. This task will probably be
different than other things you’ve done before, so we
can expect this to be challenging. We want to stretch
you and grow you as people.”
Note responses and highlight students on roster that
could potentially use additional support during activity.
The instructor will then explain the procedure The students will
and expectations to the students before practice active listening
dismissing them to work. At each table group by following
around the room there will be 3-4 articles so instructions. They will
that students can browse articles before then get with their group
choosing. Each group of three will be in charge partners and pick an
of skimming the article for words/phrases, article to analyze.
charts, pictures, and headlines to discover one
potential (related) problem and solution from the
reading. They will then complete the graphic
organizer to go along with this. When done with
this the students will then meet with other
groups to discuss and justify their reasoning for
choosing their problem and solution from the
reading.
The instructor will explain to the students that Students will be
their assessment will be the completed graphic expected to complete
organizer (one per student). this with the help of
group members and/or

Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.
*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
additional support from
the instructor.
The instructor will work with small groups and The students will
give additional supports to the students’ complete activity with
learning. small group and
discuss.
The instructor will walk around and facilitate When the graphic
small group discussions around the activity. organizer is completed
“What was the problem that you have the students will then
identified? Why do you think this article partner with another
demonstrated this? What were some of the group to discuss their
clues you found that led you believe this? What reasoning for choosing
would one solution to this be?” that particular problem
and solution.
The students will be reading/skimming, and The students will each
discussing with their groups but will be asked to complete their own
complete a graphic organizer independently to graphic organizer to
check for understanding. submit for teacher
evaluation.
The instructor will review the students’ work. Check The students will have a
individual answers on handout and score using 4-3-2-1 score 1-4 on this
grading scale (with 3 meeting grade level for standard).
Because this is a new concept not previously taught,
assessment.
these scores will not be formally entered into the online
gradebook. It is simply a tool for the instructor to monitor
progress.
Assessment: Students will give a thumbs up to show that Students will participate
they understand and could explain it to someone else, a in whole group final
thumbs to the side to show that they are beginning to
understand the concept but need additional support, or a
conversation to review
thumbs down to show that they are not confident in this the four non-fiction
skill and need reinstruction. structures.
The instructor will wrap up the lesson by asking students
to share out to the group the objective or learning target
of this lesson. The instructor will then review the four
nonfiction text structures that were covered in lessons 1-4
(Descriptive, Cause and Effect, Compare and Contrast,
and Problem and Solution).
Review assessments and subdivide into three groups:
students that have mastered this skill, students that have
begun to grasp the skill but need additional support, and
students that show a lack of understanding in regards to
this new skill.